Virtual Reality For Surgical Training In Burundi

Virtual Reality For Surgical Training In Burundi

Vijna Boodhoo , Kenguruka G Darly, Innocent Mugisha, Alliance Niyukuri, Jagtar Dhanda
Kamenga Military Hospital, Burundi

Background

Burundi faces a severe shortage of physicians, with only 0.1 per 1,000 people. This scarcity is
compounded by difficulties in training healthcare professionals, due to insufficient
infrastructure, urban concentration of doctors, limited funding, and brain drain. Innovative
approaches to medical education are crucial to addressing these challenges. We describe a
relatively novel tool for surgical training in Burundi- the use of virtual reality (VR) in surgical
training. This was the first initiative of its kind in the country.

Methods

A series of half-day VR-based surgical training workshops were conducted for medical
learners and educators, including medical students, postgraduate doctors, senior physicians,
and faculty. A total of 41 participants attended the workshops. Each session began with a
presentation, followed by hands-on engagement with VR headsets displaying pre-recorded
cadaveric dissections and surgical procedures. Audio explanations were delivered through
the headsets either via pre-recorded commentary or live narration from the workshop
facilitator. Post-session feedback was collected using questionnaires.

Results

Among the 41 attendees, 25 participants (response rate: 61%) completed the feedback
questionnaire. This cohort comprised medical students (36%), resident doctors (40%), and
senior physicians or consultants (24%). Only 12% had prior experience with VR. Participants
reported VR technology as very easy (44%) or somewhat easy (52%) to use. The majority
(96%) believed that VR could be a valuable addition to their standard medical training. Key
perceived benefits included enhanced understanding of anatomy, procedural knowledge,
and surgical skill acquisition. Identified barriers to implementation included infrastructure
limitations, cost, internet connectivity, and digital literacy.

Conclusion

This study shows that the use of VR is feasible in our setting and is acceptable to learners.
VR could be integrated into surgical education. To achieve sustainable implementation,
future efforts should focus on developing long-term partnerships, evaluating the technology
and assessing the impact of VR on surgical skill acquisition.

Keywords: virtual reality, surgical training, education, Burundi